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用自编的中学生物理学习策略量表对贵州省20所中学的1062名中学生的物理学习策略进行了归因研究。结果表明,男女生在学生因素上存在显著差异,在教师因素和环境因素与性别无显著差异;初高中生在学生因素和环境因素上都存在显著差异;在教师因素上不存在显著性差异。就总体而言,三个归因因素影响的强弱顺序为:教师因素,学生因素,环境因素,且它们对中学生的物理学习策略有显著的预测作用。
The physical learning strategies of 1062 middle school students in 20 secondary schools in Guizhou Province were investigated using the self-designed middle school students’ physical learning strategy scale. The results show that there are significant differences in student factors between male and female students, and there is no significant difference between teacher factors and environmental factors and gender. There are significant differences in student and environmental factors between junior and senior high school students; there is no significant difference in teacher factors. On the whole, the order of the influence of the three attribution factors is: teacher factor, student factor, and environmental factor, and they have a significant predictive effect on middle school students’ physics learning strategies.